elearning_articles

Child online safety education: A program evaluation combining a randomized controlled trial and list experiments in Vietnam.

Mon, 01 Jul 2024 04:00:00 +0000

Computers in Human Behavior; 07/01/2024
With the rapid expansion of internet accessibility, children urgently need to be educated in online safety skills. We conducted a randomized controlled trial (RCT) with 1399 students from 22 junior high schools in Vietnam to assess the impact of an online safety program on their online behaviors. We designed our experiment to capture both the direct and spillover effects of the training program. We combined the RCT with list experiments, an indirect questioning method, to mitigate bias in the measurement of sensitive outcomes. Our impact estimates show the positive effects of the program. Specifically, participation in the program reduced students' identity disclosure on social networking sites (SNSs) by 9.3–16.8 percentage points, increased their online account security practices by 8.9–17.9 percentage points, and decreased their interactions with strangers online by 13.6–23.4 percentage points. Notably, using outcomes measured by the list experiments, we show that the program reduced sensitive and risky online behaviors by 34.7–47.0 percentage points, a result that would not have been revealed with conventional direct questioning. We also observed evidence of spillover effects on nonparticipants in the same schools. Our findings support the implementation of educational programs to enhance children's online safety. • We conducted a RCT to evaluate the impact of an online safety program on children. • The study combines list experiments to mitigate social desirability biases. • The online safety program mitigates risky online behaviors among children. • List experiments reveal a reduction in sensitive behaviors of 34.7–47.0 percentage points. • We observe evidence of positive spillover effects on nonparticipants.
(AN 176648516); ISSN: 07475632
CINAHL Complete

Immigrant Origin and Disability Increase Risk for Anxiety Among Youth During COVID-19: The Role of Unmet Needs for Support in Distance Learning and Family Conflicts.

Wed, 01 May 2024 04:00:00 +0000

Journal of Adolescent Health; 05/01/2024
Shifting to distance learning due to COVID-19 may decrease teacher support and increase family conflicts, potentially increasing anxiety. Nevertheless, there is scarce information on this topic among disability and/or immigrant-origin groups. Thus, we investigated whether these minority groups reported more anxiety than the reference group—Finnish-origin youth without disabilities—and whether unmet needs for support in distance learning and family conflicts mediated differences in anxiety during the pandemic. Differences in these mediators were also investigated. Population-based data of 165,033 youth aged 12 to 29 from the cross-sectional Finnish School Health Promotion study were obtained in 2021 using total population sampling. Logistic regressions with Stata were used to investigate the differences between the target (youth with disabilities, immigrant backgrounds, or both of these characteristics) and reference groups. The Karlson–Holm–Breen method was used to test for mediation. The groups with disabilities (odds ratio [OR] = 4.14 [95% confidence interval (CI): 4.02–4.27]), immigrant backgrounds (OR = 1.15 [95% CI: 1.06–1.25]), or both of these characteristics (OR = 5.03 [95% CI: 4.59–5.52]) reported anxiety more often than the reference group. The difference between the minority and reference groups in unmet needs in distance learning and family conflicts were significant. Immigrant-origin youth with disabilities were most vulnerable to family conflicts, and the groups with disabilities were more prone to unmet needs. Unmet needs and family conflicts accounted for 28% of the association between immigrant-origin youth without disabilities and anxiety, whereas the mediating percentage was smaller for immigrant-origin youth with disabilities (13%) and Finnish-origin youth with disabilities (11%). Immigrant-origin youth with disabilities need targeted support to prevent anxiety. Alleviating family conflicts and unmet needs in distance learning during crises could help decrease anxiety. Support for distance learning should be provided to youth with disabilities, regardless of their immigrant backgrounds.
(AN 176439588); ISSN: 1054139X
CINAHL Complete

In the Know: A Cluster Randomized Trial of an In-person Sexual Health Education Program Integrating Digital Technologies for Adolescents.

Wed, 01 May 2024 04:00:00 +0000

Journal of Adolescent Health; 05/01/2024
Integrating digital technologies into sexual health education can offer advantages for connecting with adolescents, particularly populations who may be underserved through common school-based approaches. This study assessed the effectiveness of In the Know , an in-person, group-based sexual health education program integrating digital technologies, codesigned with adolescents. The study design was a cluster randomized trial with 1,263 adolescents aged 13-19 in 95 cohorts, implemented in community-based organizations and schools throughout Fresno County, California. Participants completed a baseline survey and a follow-up survey 3 months later. Two-level mixed-effects regression models with random intercepts for cohort were used to estimate the intervention's impact on unprotected sex, use of clinical health services, knowledge of local sexual health services, technology use to find or schedule services, and sexual health knowledge at the 3-month follow-up. The average age of participants was 15.7 years, and the majority identified as Hispanic (71%). In adjusted analyses, intervention group participants were more likely to use clinical services (42.7% vs. 33.2%, p =.009) and reported greater sexual health knowledge at 3 months (57.6% of items answered correctly vs. 50.7%, p =.001). No significant differences were observed in the other outcomes by study group. In the Know participants demonstrated greater use of clinical health services and sexual health knowledge at 3 months. The study findings show the potential for incorporating user-centered design and technology into sexual health education to better support adolescents who may have limited access to this important information.
(AN 176439591); ISSN: 1054139X
CINAHL Complete

Perceptions on the use of distance learning by families of children with visual impairment and deafblindness.

Wed, 01 May 2024 04:00:00 +0000

British Journal of Visual Impairment; 05/01/2024
The purpose of our qualitative study was to explore what distance-based teaching and learning practices have been supportive to students with visual impairments and their families. Using purposive sampling, interviews, and qualitative analysis, we found that supportive approaches for distance learning (DL) included parental involvement and participation, as well as tailored instructional approaches and accommodations for the student. In some instances, DL was identified as being more supportive for immune-compromised children. Negative facets of the practice included diminished richness in socializing, and the lack of certain strengths of in-person education. Families' experiences ranged from finding DL helpful, to considering the practice as unfit for their child's education, as well as a poor fit for family life. Flags for future research include family preparation for future DL needs, including culturally-diverse families in research opportunities, and evaluating what DL supports lead to improved outcomes for children and families.
(AN 176634473); ISSN: 02646196
CINAHL Complete

Women's experiences of online antenatal education: An integrative literature review.

Wed, 01 May 2024 04:00:00 +0000

Journal of Advanced Nursing (John Wiley & Sons, Inc.); 05/01/2024
Aim: To identify what is currently known about how women experience online antenatal education. Design: Integrative literature review. Review Methods: This integrative review applied the five‐stage methodological framework outlined by Whittemore and Knafl (2005), supporting rigour in problem identification, selection and critical appraisal of quality literature, data analysis and synthesis of findings. Data Sources: A literature search was conducted in May/June 2022, utilizing databases including OVID Embase, CINAHL, Joanna Briggs Institute EBP database, Nursing and Allied Health database, Wiley Online Library, Google scholar search engine and related reference lists. The search was limited to English language and primary research articles published in the last 10‐year period (2012–2022). Results: 12 articles met inclusion criteria. Three primary themes were identified: Comprehensibility: Looking back – understanding women's needs and preferences; Manageability: In the moment – flexibility versus social connection; and Meaningfulness & sustainability: Looking forward – the future of digital maternity education. Conclusion: Findings identified a marked digital divide for women accessing online antenatal education, placing vulnerable women at risk of continuing inequity. E‐health literacy frameworks need to be implemented to create genuine accessibility, comprehensibility and cultural responsiveness to best meet the needs of users. Implications for the Profession and/or Health Care Consumer: As digital health is an emerging field, there is strong evidence that online antenatal education requires further evaluation to better meet the needs of pregnant women and their support people. Enhancing digital health literacy for health professionals will also promote a greater understanding for how to uphold and support the socio‐technical dimensions of online service delivery. Patient or Public Contribution: There were no patient or public contributions as part of this integrative review of the literature.
(AN 176636028); ISSN: 03092402
CINAHL Complete

Personalisation and embodiment in e‐Learning for health professionals: A randomised controlled trial.

Wed, 01 May 2024 04:00:00 +0000

Medical Education; 05/01/2024
Purpose: Mayer's theory of multimedia learning proposes that personalisation and embodiment (P/E) can improve outcomes in e‐Learning. The authors hypothesised that an e‐Learning module enhanced by P/E principles would lead to higher knowledge, perceived P/E and motivation among health care professionals, compared with an unenhanced module. Methods: The authors conducted a randomised trial comparing two versions of a 30‐minute multimedia e‐Learning module addressing the antibiotic management of pneumonia. The unenhanced format used slides with voiceover (human voice but no visible speaker), formal language and no specific P/E strategies. The enhanced format additionally implemented P/E strategies including conversational style, polite language, visible author, social congruence, human‐like presence and professional presence by subtly changing the script and substituting several short videos of subject matter experts. Participants included pharmacists, physicians and advanced practice providers from three academic and several community hospitals. Outcomes included knowledge, perceived P/E (assessed by the Congruence Personalisation Questionnaire, CPQ), motivation (assessed via the Instructional Materials Motivation Survey [IMMS] and Motivated Strategies for Learning Questionnaire [MSLQ]) and course satisfaction. Results: There were 406 participants including 225 pharmacists, 109 physicians and 72 advanced practice providers. Post‐module knowledge was slightly higher for the enhanced versus the unenhanced format, but the difference did not reach statistical significance (adjusted mean difference, 0.04 of 10 possible, [95% CI −0.26, 0.34], p = 0.78; Cohen d 0.02). Participant perceptions of P/E (measured via CPQ) were significantly greater for the enhanced format (difference 0.46 of 5 possible [0.35, 0.56], p < 0.001; Cohen d 0.85), as were motivational features of the e‐Learning course (measured via IMMS) (difference 0.14 of 5 possible [0.02, 0.26], p = 0.02; Cohen d 0.24). Participants' overall motivational orientation (measured via MSLQ) and course satisfaction were not significantly different between the two formats (p > 0.05). Conclusion: Application of P/E principles to an e‐Learning module led to greater perceived P/E and motivational features but did not influence knowledge.
(AN 176608516); ISSN: 03080110
CINAHL Complete

Effects of web‐based diabetes education on knowledge retention in adult general population: An experiment.

Wed, 01 May 2024 04:00:00 +0000

Public Health Nursing; 05/01/2024
Objective: To conduct a study to improve diabetes knowledge through a web‐based diabetes course in the general adult population. We hypothesised that participation in a web‐based diabetes course would have a positive impact on diabetes knowledge retention. Methods: Participants were randomly assigned to an experimental or control group. Participants in the experimental group attended an interactive web‐based diabetes course. The Diabetes Knowledge Questionnaire (DKQ24) was used to assess the diabetes knowledge levels. The DKQ24 was completed at the beginning and end of the observation period of 3 months. The experimental group also completed it immediately after the intervention. Results: At the end of the observation period, a statistically significant difference in the mean rank of DKQ24 scores was found in favor of the experimental group (p <.001). The results of the experimental group had a lower interquartile range (IQR = 3) than those of the control group (IQR = 5). Conclusions: This study suggests that providing a web‐based diabetes course to the general population is effective and can improve diabetes knowledge and retention.
(AN 176608756); ISSN: 07371209
CINAHL Complete

The effect of midwifery students' changing life conditions and e-learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic

Thu, 25 Apr 2024 08:33:22 +0000

Author Names: Ulusen M.,Ozcoban F.A.,Cilesiz E.

Database Source: Embase Daily Updates

Journal Title: African Health Sciences,African Health Sciences

Article Title: The effect of midwifery students' changing life conditions and e-learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic

Year: 2024

Issue: 1

Volume: 24

Abstract: Background: Giving the existing formal education through the internet without a planned transition to distance education negatively affected the learning processes of the students. Objective(s): The study aims to identify the midwifery students' changing life conditions and e-learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic. Method(s): Designed as cross-sectional research, the study was performed with the participation of 1,296 midwifery undergraduate students. The survey form comprised of questions that explored the students' demographic characteristics, life conditions changing during the Covid-19 pandemic and distance education experiences, the Generalized Anxiety Disorder Scale-7, and the Beck Hopelessness Scale were used in the data collection. Finding(s): It was discerned that, of the participant midwifery students, 55.2% spent the period of the pandemic in the province center, 51.7% used smartphones to have access to the distance education, 50.3% had trouble in following up the courses due to the limited computer and internet access, 63.5% failed to follow up the courses because of the infrastructure problems related to the distance education. It was found that, of the participant midwifery students, 54.6% exhibited anxiety symptoms and 26.3% had hopelessness symptoms. It was identified that having trouble in following up the courses increased anxiety by 1.438 times (CI:1.103-1.875) and hopelessness by 1.980 times (CI:1.459-2.687), having tensions in the family relations increased anxiety by 2.362 times (CI:1.780-3.134) and hopelessness by 1.789 times (CI:1.235-2.594), and having psychological support for anxiety and worry increased anxiety by 2.914 times (CI:2.208-3.8477) and hopelessness by 1.875 times (CI:1.083-3.247). It was ascertained that hopelessness increased anxiety by 2.878 times (CI:2.075-3.991) whilst anxiety increased hopelessness by 2.755 times (CI:1.985-3.823) (p<0.05). Conclusion(s): As well as the Covid-19 pandemic, health, social life, and economic changes; the digital separation that accompanies distance education also affects the students' mental health. Solving the technical problems experienced in distance education, facilitating the follow-up of the courses, and equipping the midwifery students with problem-solving and coping skills will be useful for reducing the midwifery students' hopelessness and anxiety levels. Copyright © 2024 Ulusen M et al. Licensee African Health Sciences.

Promoting Personal Health Literacy Through Readability, Understandability, and Actionability of Online Patient Education Materials

Thu, 25 Apr 2024 08:33:22 +0000

Author Names: Tucker C.A.

Database Source: Embase Daily Updates

Journal Title: Journal of the American Heart Association

Article Title: Promoting Personal Health Literacy Through Readability, Understandability, and Actionability of Online Patient Education Materials

Year: 2024

Issue: 8

Volume: 13

Abstract:

Effectiveness of the online-eLearning program KeepCoool at improving the vaccine cold chain in general practices

Tue, 23 Apr 2024 08:40:19 +0000

Author Names: Thielmann A.,Schmitz M.-T.,Welchowski T.,Weltermann B.

Database Source: Embase Daily Updates

Journal Title: PLoS ONE,PLoS ONE

Article Title: Effectiveness of the online-eLearning program KeepCoool at improving the vaccine cold chain in general practices

Year: 2024

Issue: 4 April

Volume: 19

Abstract: Background Protecting vaccines from freeze damage is a poorly addressed problem. We describe the effectiveness of the eLearning KeepCoool on cold chain maintenance in general practices. Methods For this intervention study, temperatures of vaccine refrigerators were logged at one-minute intervals. Personnel from practices with cold chain breaches was offered the eLearning. The primary outcome was the intervention's effectiveness to achieve temperatures in the target range (2 to 8C) in the sixth week (follow-up) compared to the first (baseline). Using continuous temperature data, a generalized additive model for location, scale and shape was estimated. Results The practice response rate was 38% (64 of 168). At baseline, 73% of the practices and 68% of the refrigerators (51 of 75) showed cold chain breaches. 47% of the practices (n = 22 with 24 refrigerators) participated in the eLearning (55 physicians and practice assistants). At follow-up, 17% of those refrigerators were in the target range continuously, 38% reached targets 95% of the time while always >0C, and temperatures <=0C decreased by 63%. Based on 2 million temperature data, the average Euclidian distance based on regression showed a significant improvement (p<0.05). Conclusion The eLearning KeepCoool improved the practices' vaccine cold chain. It is freely available at https://keepcoool.ukbonn.de. Copyright: © 2024 Thielmann et al.

Neurodiversity and cognitive load in online learning: A focus group study

Tue, 23 Apr 2024 08:40:19 +0000

Author Names: Le Cunff A.-L.,Giampietro V.,Dommett E.

Database Source: Embase Daily Updates

Journal Title: PLoS ONE,PLoS ONE

Article Title: Neurodiversity and cognitive load in online learning: A focus group study

Year: 2024

Issue: 4 April

Volume: 19

Abstract: It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers-such as confusion in navigating the content and technical issues-some difficulties were more present for neurodivergent students-such as transcripts including mistakes and inaccessible content presentation-creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning. Copyright: © 2024 Le Cunff et al.

Obstacles of Online Learning Facing Nursing Students after the COVID-19 Pandemic.

Mon, 22 Apr 2024 04:00:00 +0000

Scientific World Journal; 04/22/2024
(AN 176782523); ISSN: 1537744X
CINAHL Complete

E-learning in Oncologic Emergencies for Nurses and Adherence of Nurses in Argentina

Sat, 20 Apr 2024 08:30:22 +0000

Author Names: Celano C.

Database Source: Embase Daily Updates

Journal Title: Cancer Nursing

Article Title: E-learning in Oncologic Emergencies for Nurses and Adherence of Nurses in Argentina

Year: 2015

Issue: 4 Supplement 1

Volume: 38

Abstract: Introduction: The patient with cancer has many issues of great complexity for comprehensive assistance. In the course of their disease and treatment can present emergency situations that nurses should detect early and act with knowledge. The high demand for training in oncological nursing motivates the realization of a free online course that facilitates access to academic education. Objective(s): To evaluate the response of adherence of nurses at online course in Oncological Emergencies in Argentina and Latin American countries. Method(s): Online Course Opening inMay 2014, diffusion done by Internet, on paper, meetings and conferences. Open to enrolled nurses. It contains nine modules, published weekly, with topics such as: hypercalcemia, tumor lysis syndrome, spinal cord compression, intracranial hypertension metastatic, superior vena cava syndrome, febrile neutropenia. Each module has therapeutic approaches, nursing care, and presents an evaluation at the end of training. After attending all modules a final evaluation is done and if approved they receive a certificate. Result(s): The course provided a total of 1107 volunteers registered nurses. 60% completed it. 9140 visits were recorded at the site, from 25 countries of which 15 (60%) were from Latin America. From Argentina received visits from 15 provinces and 124 cities, and had a total of 644 (58%) enrolled Argentines who completed the course. 9702 downloads were classes in PDF and 729 discharges were literature. Foreigners who completed the course: 25 (3.7%). Conclusion(s): The results provide evidence of adherence of nurses to the online course with 60% approval. The e-learning for nurses in the area of oncology in Latin America is a useful tool that facilitates access to the training of nurses in our country and creative exchange with nurses worldwide.

Developing an educational "hub": impact of a distance-learning curriculum in a multinational cohort

Sat, 20 Apr 2024 08:30:22 +0000

Author Names: Balbach M.L.,Neely G.,Yorke A.,Figueroa-Medina E.,Paly J.,Shulman R.M.,Dempsey C.,Shulman A.,Biancia C.D.,Cutrer W.B.,Li B.C.

Database Source: Embase Daily Updates

Journal Title: BMC medical education

Article Title: Developing an educational "hub": impact of a distance-learning curriculum in a multinational cohort

Year: 2024

Issue: 1

Volume: 24

Abstract: PURPOSE: To address a gap in radiation oncology education in low- and middle-income countries (LMICs), we sought to evaluate the effectiveness and generalizability of a refined curriculum on intensity modulated radiotherapy (IMRT) offered to existing radiation therapy (RT) clinics across Africa and Latin America (LATAM) at no cost. METHOD(S): A curriculum was created based on prior needs assessments and adapted for participating medical physicists, radiation oncologists, radiation therapists, and trainees in LMICs. English-speaking and Spanish-speaking teams of volunteer educators delivered 27hour-long sessions 1-2 times weekly for 4 months using video conferencing to African and LATAM cohorts, respectively. Pre- and post-course multiple-choice examinations were administered to LATAM participants, and pre- and post-course self-confidence (1-5 Likert-scale) and open-ended feedback were collected from all participants. RESULT(S): Twenty-five centers across Africa (13) and LATAM (12) participated, yielding a total of 332 enrolled participants (128 African, 204 LATAM). Sessions were delivered with a mean of 44 (22.5) and 85 (25.4) participants in the African and LATAM programs, respectively. Paired pre and post-course data demonstrated significant (p<0.001) improvement in knowledge from 47.9 to 89.6% and self-confidence across four domains including foundations (+1.1), commissioning (+1.3), contouring (+1.7), and treatment planning (+1.0). Attendance was a significant predictor of change in self-confidence in "high attendance" participants only, suggesting a threshold effect. Qualitative data demonstrates that participants look forward to applying their knowledge in the clinical setting. CONCLUSION(S): A specialized radiation oncology curriculum adapted for LMIC audiences was effective for both African and LATAM participants. Participant feedback suggests that the refined IMRT course empowered clinics with knowledge and confidence to help train others. This feasible "Hub and Spokes" approach in which a distance-learning course establishes a hub to be leveraged by spokes (learners) may be generalizable to others aiming to reduce global health care disparities through training efforts. Copyright © 2024. The Author(s).

A Fun AI-Supported Online Learning Activity

Sat, 20 Apr 2024 08:30:22 +0000

Author Names: Montejo L.

Database Source: Embase Daily Updates

Journal Title: Nurse educator

Article Title: A Fun AI-Supported Online Learning Activity

Year: 2024

Issue:

Volume:

Abstract:

Behavioral intention to use e-learning and its associated factors among health science students in Mettu university, southwest Ethiopia: Using modified UTAUT model

Sat, 20 Apr 2024 08:30:22 +0000

Author Names: Hunde M.K.,Demsash A.W.,Walle A.D.

Database Source: Embase Weekly Updates

Journal Title: Informatics in Medicine Unlocked

Article Title: Behavioral intention to use e-learning and its associated factors among health science students in Mettu university, southwest Ethiopia: Using modified UTAUT model

Year: 2023

Issue:

Volume: 36

Abstract: Background: The use of information and communication technologies has changed how teachers and students receive and process information. There are numerous ways that these technologies have been used to support learning. Electronic learning, or e-learning, is the process of teaching and learning remotely using electronic media. University students are avid information seekers who are eager to acquire new concepts, ideas, technologies, and methods of gathering knowledge. Therefore, this study aimed to assess the behavioral intention of students to use an e-learning system and its associated factors at Mettu University, southwest Ethiopia. Method(s): An institutional-based cross-sectional study was conducted from October to November 2022 at Mettu University, southwest Ethiopia. A total of 637 health science students participated in the study. The study participants were selected using a stratified sampling technique. The data were gathered using a self-administered questionnaire. Using the AMOS version 26 software, measurement and structural equation modeling analyses were used to evaluate reliability, the validity of model fit, and test the hypothesis, respectively. Result(s): The behavioral intention of students to use e-learning was significantly influenced by effort expectancy (beta = 0.420; P 0.05). The facilitating condition had a direct significant effect on health science students' use of e-learning (beta = 0.634; P < 0.01), and perceived enjoyment of the e-learning system had a direct significant effect on students' behavioral intention (beta = 0.564; P < 0.01). Whereas, the relationship between performance expectancy (beta = -0.034; P = 0.418), and social influence (beta = -0.005; P = 0.879) had no significant effect on students' intentions to use e-learning. Conclusion(s): Effort expectancy, perceived enjoyment, and facilitating conditions were significant factors that determined students' behavioral intention to use e-learning. As a result, it is important to promote the use of information and communication technology in the teaching and learning process by providing materials and implementing easy-to-use and interactive systems. Copyright © 2022

Exploring the use of a digital anatomy learning platform in a second-year medical student cohort

Sat, 20 Apr 2024 08:30:22 +0000

Author Names: Foiret J.R.,Volschenk M.

Database Source: Embase Weekly Updates

Journal Title: Anatomical sciences education

Article Title: Exploring the use of a digital anatomy learning platform in a second-year medical student cohort

Year: 2024

Issue: 3

Volume: 17

Abstract: Digital anatomy learning platforms hold potential academic benefits, yet there is currently no universally accepted pedagogical framework guiding their utilization. This study applied the lens of Laurillard's conversational framework to explore second-year medical students' experiences with a digital anatomy learning platform at a South African university. An explanatory sequential mixed methods design was employed. Phase 1 used whole population (N=280) sampling to survey students' usage of, and access to, the digital anatomy learning platform. The survey response rate was 29%, with 47% of respondents reporting usage of the platform. Internet and device limitations were minimal, with 74% and 87% respectively reporting no hindrance. While 39% found Primal Pictures easy to use and helpful to their learning, a disconnect emerged between perceived value and actual usage, with only 5% of participants exhibiting high usage. Phase 2 used purposive sampling (n=13) based on students' usage of digital anatomy learning platforms. Two focus groups and two individual interviews explored students' use of the learning platform. Qualitative data were both deductively and inductively analyzed. Two themes were identified: types of learning and influencers of learning. Findings from the deductive analysis indicated that students engaged mainly in acquisition-based learning. Inductive analysis showed students encountered various factors that influenced their learning behavior. Affective domain development emerged as a key factor in students' engagement with their anatomy studies and the digital learning platform, suggesting a potential gap in the conversational framework. Digital anatomy learning platforms may strengthen approaches to learning anatomy if implemented systematically, together with pre-training. Copyright © 2024 The Authors. Anatomical Sciences Education published by Wiley Periodicals LLC on behalf of American Association for Anatomy.

Creating evidence-based engaging online learning resources in neuroanatomy

Sat, 20 Apr 2024 08:30:22 +0000

Author Names: Booker J.,Woodward C.,Taylor C.,Robson A.,Border S.

Database Source: Embase Weekly Updates

Journal Title: Anatomical sciences education

Article Title: Creating evidence-based engaging online learning resources in neuroanatomy

Year: 2024

Issue: 3

Volume: 17

Abstract: Online anatomical resources are rising in popularity since the COVID-19 pandemic, but the pedagogical principles and effectiveness of their use remain unclear. This article aims to demonstrate evidence-informed ways in which fellow educators can create engaging online learning resources in clinical neuroanatomy and compare the effectiveness of text-based and online learning resources. Data were analyzed from the Soton Brain Hub (SBH) YouTube page. Separately, a cross-sectional study comparing the learning gain of using text-based and video resources was done. The knowledge gain and retention were compared between groups using a pre-teaching and post-teaching multiple choice questions. YouTube analytics showed the average time a viewer spends on a video was found to be highly correlated to the length of the video, r=0.77, p<0.001 (0.69-0.82). The cross-sectional study indicated a significant difference in mean normalized learning gain of video resources 61.9% (n=53, CI 56.0-67.7%) versus text resources 49.6% (n=23, CI 39.1-60.1%) (p=0.030). However, there was no difference in retained learning gain between video resources 39.1% (n=29, CI 29.2-49.0%) versus text-based 40.0% (n=13, CI 23.9-56.1%) (p=0.919). Students engage most with short videos less than 5min which reduces the intrinsic load of learning. Online resources are as effective as text-based resources in providing learning gain and retention. In the future, the continued rise in popularity of online learning resources may result in further reduction in traditional face-to-face teaching. Copyright © 2023 American Association for Anatomy.

Students' perceptions of online education: A session at the FAOBMB-IUBMB-CBSL virtual education symposium 2021

Sat, 20 Apr 2024 08:30:22 +0000

Author Names: Doluweera M.,Kirihene K.D.H.K.,Indika N.-L.R.,Sirisena C.N.,Jatunarachchi A.H.,Chandrasena U.,Dharmadasa S.G.,Samaranayake A.,Devendra V.G.,Edirisinghe V.N.,Sugandhika Suresh T.,Jayasena S.,Yu G.F.B.,Pastor C.J.,Thoradeniya T.

Database Source: Embase Weekly Updates

Journal Title: Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology

Article Title: Students' perceptions of online education: A session at the FAOBMB-IUBMB-CBSL virtual education symposium 2021

Year: 2024

Issue: 2

Volume: 52

Abstract: The Federation of Asian and Oceanian Biochemists and Molecular Biologists (FAOBMB) and the College of Biochemists of Sri Lanka (CBSL) organized a virtual education symposium in 2021 funded by the International Union of Biochemistry and Molecular Biology (IUBMB). The parallel session named "Students' Perception" was attended by 188 participants from 11 countries. The main objectives of this session were to aggregate participants' viewpoints on aspects of virtual education, including innovative strategies to enhance motivation and engagement of students, improving teacher-student and student-student interactions, managing stress, and virtual learning platforms. Data were collected via rapporteurs from multiple segments of the session including a mini-introductory talk, poll, role play, and discussions about outstanding student experiences, types of virtual platforms, innovative methods of teaching, student motivation and stress management. The importance of student perception and issues like technological difficulties and the reluctance of students to engage were discussed. In addition to well-established strategies such as using polls, chat box features, and discussions in breakout rooms, participants also proposed exciting learning methods to engage students such as quizzes, competitions and challenges, engagement of multiple sensory modalities, story-based learning, and so forth. This report provides anecdotal evidence on pedagogies described in textbooks and also introduces new ideas based on this existing foundation. Future research should aim to harmonize virtual education with traditional classroom methods and explore innovative virtual tools like avatar-based universities, virtual labs, and user-friendly online assessment platforms. The results apply to all disciplines, and not exclusively to biochemistry and molecular biology (BMB). Copyright © 2023 International Union of Biochemistry and Molecular Biology.

Training in medical communication competence through video-based e-learning: How effective are video modeling and video reflection?

Mon, 01 Apr 2024 04:00:00 +0000

Patient Education & Counseling; 04/01/2024
(AN 175452706); ISSN: 07383991
CINAHL Complete

Psychometric Properties of the Persian Version of Student Evaluation of Online Teaching Effectiveness (SEOTE) questionnaire Among Medical Sciences' Students.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Iranian Medical Council (JIMC); 04/01/2024
(AN 176000562); ISSN: 2645338X
CINAHL Complete

Using game‐based learning and online flipped classrooms with degree apprenticeship students.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2024
Background: Degree apprenticeships (DA) help employees gain new knowledge and skills by allowing them to study towards a university degree while working full time. For these programmes to be effective, the learning design should be adapted to the needs of these students, who are goal oriented (i.e. they want to gain only knowledge that can be applied within their workplace), have limited time for studying, and usually have not attended formal education for some time. As these programmes are relatively new, there is limited research on how these students can be supported to achieve the programmes' learning goals by using information and communication technologies. Objectives: This paper aims to understand whether a learning design that combines game‐based learning with online flipped classrooms can engage DA students in their learning and help them develop their reflective skills. Methods: Two focus groups were conducted with DA students that study at a UK Business School towards gaining the Chartered Manager status. The focus groups recordings have been analysed using reflexive thematic analysis. Results and Conclusions: The three main themes, "change can be helpful and challenging at the same time", "the ideal game", and "the effect of others", show that DA students find game‐based learning and online flipped classrooms useful, with the right support. Simulation games can be more fulfilling to DA students than quiz games, even if they take more of their out‐of‐class time. In addition, instructors are advised to work more closely with diverse teams to enable students share their work experiences and learn from each other. Lay Description: What is already known about this topic?: Online flipped classrooms offer flexibility in learning, but instructors need to find solutions to challenges, like students' limited e‐learning readiness and lack of motivation.Game‐based learning has been found to facilitate learning in general, but there is a need to identify the specific circumstances (i.e. settings, gaming elements) under which it is effective.Degree apprenticeship students need more support with their learning compared to traditional university students, as they face additional challenges in terms of family life‐work balance and connecting their learning to their working experience. What this paper adds?: Game‐based learning can be useful to degree apprenticeship students providing that focuses on the application of knowledge and provides feedback.Despite facing challenges related to maintaining work‐study‐life balance, degree apprenticeship students are willing to complete the flipped classroom's out‐of‐class activities, if they see a clear benefit from doing so.Online group activities can be challenging for degree apprenticeship students, if they are not able to form teams with other learners that work for the same organisation. The implications of study findings for practitioners: Avoid quiz‐like games and select the ones that use real‐life scenarios for degree apprenticeship students to help them link their learning to their practice.Formative feedback should be provided by both the instructor and the game to motivate degree apprenticeship students to spend the additional time to complete the out‐of‐class activities.Students should be reminded frequently of the purpose of any new learning elements (e.g. learning analytics) as they may not have the time to explore them on their own.When forming student teams based on students' workplace is not possible, spend more time in each breakout room to facilitate the online group discussion and help students bring their different working experiences together.
(AN 176012462); ISSN: 02664909
CINAHL Complete

Differences in the perception of the role of instructors among Western and Chinese students in online teaching practices.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2024
Background: The global introduction of complex measures directed at the containment of the COVID‐19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e‐learning is relevant. Objectives: The main purpose of this article was to assess the efficiency of online‐based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching. Methods: The research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e‐learning platform used, the focus was set on Microsoft Teams. Results and Conclusions: In general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well‐being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction. Lay Description: What is already known about this topic: The comprehensive analysis of survey outcomes allowed developing a set of recommendations able to enhance the effectiveness of teaching in online settings.The most convenient digital features during e‐learning implementation were instant access to information and the availability of a shared chat room.Pre‐pandemic electronic learning was often criticized for insufficient student engagement and social interaction, leading to the need to increase student engagement through interactive online activities, virtual group projects, online discussion forums, and accessibility. What this paper adds: In general, the conducted investigation unveiled that perception of the role of instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons.It appeared that international students are more exposed to stress factors and are less likely to trust an educator to the degree allowing them to ask for help.It was possible to develop a set of recommendations aimed at improving the effectiveness of teaching activities during e‐learning through an in‐depth analysis of survey results. Implications for practice and/or policy: Several implications for future investigations can be identified, namely: conducting further studies on the psychological well‐being of international students in online learning, examining cross‐cultural differences, exploring the effectiveness of teaching practices, and addressing broader social issues and consequences.Further research should focus on institutions across China to generalize the results obtained and formulate more reliable inferences.Another limitation is related to the instructors themselves. This variation in specialization among participants could have had an impact on the study's results, but it was not possible to address this issue within the constraints of the current research design.
(AN 176012463); ISSN: 02664909
CINAHL Complete

The effect of mobile assisted teaching on nursing students' learning ventrogluteal injection application: The case of Turkey.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2024
Background: There are deficiencies in ensuring the permanence of some theoretical information taught in nursing education and transferring it to practice environment. Mobile‐assisted teaching can be useful to eliminate deficiencies. The aim of this study was to determine the effect of mobile‐assisted teaching on nursing students' learning ventrogluteal injection. Methodology: The study was conducted in Turkey between February and June 2022. This study is a single group pre‐posttest intervention. The study sample consisted of 354 students studying in the 2nd, 3rd and 4th grades in Turkey. After the students completed the Introductory Characteristics Form and Ventrogluteal Region Information Suggestion Form in the pre‐test, the researchers sent a ventrogluteal injection animation video to their mobile phones. The students who watched the video completed the Ventrogluteal Region Information Suggestion Form and Mobile Education Activity Form in the final test. Results and Conclusion: There was a statistically significant difference between the pre‐posttest score medians of the students (p < 0.001). While the preference of the students for the ventrogluteal region in intramuscular injection was 28.5% before mobile learning, it increased to 51.1% after the training. In this study, after the training given through mobile learning, the knowledge level of the students about ventrogluteal injection and their preferences for ventrogluteal injection increased. In line with these results, mobile‐assisted education should be used in nursing education. Lay Description: What is already known about this topicDue to the high number of students per teaching staff in Turkey, it takes time for the theoretical education of the students to turn into practice.It is recommended that students prefer and use the ventrogluteal (VG) region for intramuscular drug injection.The students had difficulties because the nurses guiding them in clinical practice did not use the VG area.There are difficulties in applying the VG region injection in practice. What this paper addsMobile‐based intramuscular injection skill application increased the knowledge level of the students.Mobile applications make it easier to remember the learned information and apply it in the clinic. Implications for practice and/or policyMobile applications demonstrating skill practice provide a resource for nursing students to watch and learn whenever they want.It ensures that the student is always ready for invasive procedures to be performed on the patient in the clinic.
(AN 176012468); ISSN: 02664909
CINAHL Complete

Highlighting and highlighted information in text comprehension and learning from digital reading.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2024
Background: Digital texts are progressively becoming the medium of learning for students, but research has indicated that students tend to process information more superficially while reading on screen. It is therefore relevant to examine what strategies can support digital text comprehension. Objectives: This study aimed to investigate the effects of highlighting—both learner generated and experimenter provided—when reading digitally. Methods: University students (N = 170) were randomly assigned to the condition of learner‐generated highlighting, experimenter‐provided highlighting, or control. Reading outcomes were measured as literal and inferential text comprehension, transfer of knowledge, and metacognitive calibration of comprehension performance at immediate and delayed post‐tests. Individual differences in prior knowledge, cognitive reflection, and reading self‐efficacy were taken into account. The quality of the information highlighted by students in the condition of active highlighting was also measured. Results: From linear mixed‐effects models, the main effect of condition did not emerge for any of the outcomes. However, an interactive effect of condition and cognitive reflection emerged for literal text comprehension that favoured readers in the condition of experimenter‐provided highlighting with higher ability to resist automatic thinking. Inferential text comprehension, transfer of knowledge, and calibration of performance were only predicted by cognitive reflection or reading self‐efficacy. Finally, the quality of information highlighted significantly contributed to students' literal text comprehension and transfer of knowledge in the learner‐generated highlighting condition. Takeaways: Active highlighting is not effective per se during digital reading. The "amplification" effect of already highlighted text and higher cognitive reflection suggests that readers who are more able to resist automatic thinking may also invest more effort in the task, taking more advantage of the provided support. Even if active highlighting may not be effective per se compared to other reading conditions, what students highlight contributes to literal text comprehension and their learning from text. Lay Description: What is already known about this topic: Reading on a screen to learn new content for academic assignments is a typical learning activity for todays' students.For digital reading students tend to adopt a more superficial approach compared to traditional reading.Reading strategies can help readers to comprehend complex digital texts.Highlighting is a technically simple strategy to use for digital reading, which can at least support the selection of relevant information for text comprehension. What this paper adds: When considering digital reading neither learner‐generated highlighting nor experimenter‐provided highlighting is effective by itself.Experimenter‐provided highlighting is more effective for literal text comprehension than learner‐generated highlighting when combined with readers' ability to cognitively reflect and resist more automatic responses.The individual differences of cognitive reflection and reading self‐efficacy predicted inferential text comprehension and transfer of knowledge.Reading self‐efficacy also predicted readers' metacognitive calibration of comprehension performance (accuracy of self‐judgements of comprehension performance). The implications of study findings for practitioners: The effective use of highlighting for text comprehension probably requires some explicit instruction and practice in learning devices.The potential benefits of either learner‐generated highlighting or experimenter‐provided highlighting should be considered in relation to cognitive and motivational individual differences.It is important to create or refine readers' awareness that the quality of the information they highlight matters as it is associated with their text literal text comprehension and transfer of knowledge.
(AN 176012469); ISSN: 02664909
CINAHL Complete

Analysing students' self‐assessment practice in a distance education environment: Student behaviour, accuracy, and task‐related characteristics.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2024
Background: Self‐assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the self‐assessment process is widely recognized, as well as that students can benefit from it only if their assessment is accurate enough. Objectives: In order to gain more insight into the self‐assessment process we analysed students' behaviour, accuracy, and question‐related characteristics that influence the capability of self‐assessment in two studies. Methods: The initial study examined 131 undergraduate students using voluntary self‐assessment questions in an online course in a B.Sc. Computer Science program while a year later a replication study with the same research settings was applied to a different cohort of 264 undergraduate students with minor modifications to the question design, in the light of the original findings. Results and Conclusions: Results from both studies show that similar patterns could be observed for usage and of accuracy and score distribution for almost all questions. Item difficulty and comprehensiveness of the sample solution were identified as features of self‐assessment questions affecting student's self‐assessment capability. The replication study showed that task design can be modified to affect students' accuracy. Recommendations to make self‐assessment tasks effective and efficient for learning are provided. Lay Description: What is already known about this topic: Students should be given the opportunity to self‐assess their knowledge during the learning process.Self‐assessment can increase students' motivation to learn and promotes academic achievement and self‐efficacy. What this paper adds: Both, the initial and replication, studies provide better understanding of learners' behaviour and task design characteristics to afford better learning support and maximize the potential for desirable outcomes.Task design (task complexity, scope and transfer requirements as well as quantitative measures such as text length and number of evaluation criteria) can be modified to affect students' accuracy. Implications for practice: Supporting students learning is not a one‐off activity, but part of a curriculum improvement and lifelong learning initiative, therefore we recommend that self‐assessment tasks are continuously monitored and, if necessary, improved to suit the needs of learners in a specific context.Self‐assessment should become a habit of the learning process rather than only a superficial and mandatory part of course design.Five practical suggestions are designed and discussed to help practitioners successfully facilitate an effective and efficient self‐evaluation process during learning.
(AN 176012472); ISSN: 02664909
CINAHL Complete

Understanding English‐as‐a‐foreign‐language university teachers' synchronous online teaching satisfaction: A Chinese perspective.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2024
Background: In a context where synchronous online teaching has become a new trend of instruction for online education due to the COVID‐19 pandemic, it is valuable and insightful to examine what factors contribute to teachers' satisfaction with synchronous online teaching. Objective: Informed by the technology acceptance model (TAM), this study investigated English‐as‐a‐foreign‐language (EFL) university teachers' synchronous online teaching satisfaction in China from social (i.e., subjective norms), institutional (i.e., facilitating conditions), and individual (i.e., self‐efficacy, attitudes toward use, perceived usefulness, and perceived ease of use) levels during the COVID‐19 pandemic. Methods: A total of 250 in‐service EFL university teachers participated in this study. An online questionnaire was adaptively developed to measure teachers' perceptions of and satisfaction with synchronous online teaching. The structural equation modelling (i.e., path analyses) was performed to find out a model that can best represent EFL university teachers' synchronous online teaching satisfaction. Results and Conclusion: The results showed that facilitating conditions, self‐efficacy, attitudes toward use, and perceived usefulness are direct contributors to EFL university teachers' satisfaction with synchronous online teaching. Whereas, perceived ease of use, self‐efficacy, and subjective norms are indirect contributors through the mediation of attitudes toward use. Moreover, different from previous TAM research, facilitating conditions have been found to be the most significant direct factor positively contributing to satisfaction. The findings of this study are expected to shed light on how to enhance teachers' synchronous online teaching satisfaction. Lay Description: What is already known about this topic: The technology acceptance model (TAM) has been frequently adopted to examine teachers' acceptance of technology in various contexts over the last two decades.The TAM model identifies three key factors that contribute to people's intention of technology use: perceived usefulness, perceived ease of, and attitudes toward technology use.Although the TAM model has been extensively examined in various technology‐supported teaching contexts, there has been a lack of focus on livestream technology‐supported synchronous online teaching. What the paper adds: EFL university teachers' synchronous online teaching satisfaction during the COVID‐19 in China.Teachers' satisfaction with synchronous online teaching is a joint interplay of individual (i.e., self‐efficacy, attitudes toward use, perceived usefulness, and perceived ease of use), institutional (i.e., facilitating conditions), and social (i.e., subjective norms) factors.Facilitating conditions, self‐efficacy, attitudes toward use, and perceived usefulness are direct contributors, while perceived ease of use, self‐efficacy, and subjective norms are indirect contributors to teachers' synchronous online teaching satisfaction through the mediation of attitudes toward use.Different from previous TAM research, facilitating conditions have been found to be the most significant direct factor positively contributing to satisfaction. Implications for practice and/or policy: This study offers a diagnostic measure for schools and universities to understand the status quo of their teachers' perceptions of and satisfaction with synchronous online teaching.Universities are advised to provide teachers with readily accessible support and training to enhance their self‐efficacy for synchronous online teaching so that their satisfaction with synchronous online teaching can be strengthened.
(AN 176012457); ISSN: 02664909
CINAHL Complete

Perceptions of online surgical-focused learning amongst surgeons during the COVID pandemic: A scoping review 2020–22.

Mon, 01 Apr 2024 04:00:00 +0000

Surgeon (Elsevier Science); 04/01/2024
(AN 176069616); ISSN: 1479666X
CINAHL Complete

"Truman syndrome" induced by online education: A case report in adolescent-Onset psychosis.

Mon, 01 Apr 2024 04:00:00 +0000

Clinical Child Psychology & Psychiatry; 04/01/2024
Early-onset schizophrenia (EOS) is an important psychiatric problem characterized by the onset of psychotic symptoms before the age of 18 years. We present the case of a 14-year-old girl who had social anxiety symptoms in the premorbid period and whose psychotic symptoms increased with pandemic restrictions and online education. Our patient's distance from the peer environment and school as well as the fact that she used webcams and online education more frequently in her daily life were risk factors for EOS. In accordance with the case of Truman syndrome, she has delusions that her daily life is secretly filmed and that she is a "TV star." Anti-anxiety treatments were initiated during the pre-pandemic period. After a diagnosis of schizophrenia was made, antipsychotic treatment was initiated. A significant response was observed after paliperidone (extended release) treatment. Close follow-ups revealed decreased delusions and increased functionality. Further studies are required to elucidate whether Truman syndrome and social anxiety are different aspects of a similar spectrum. With increasing digitalization, the direction of psychiatric diseases, including EOS, and measures that can be taken for adolescent mental health in crisis, such as pandemics, should be discussed in future research.
(AN 176105577); ISSN: 13591045
CINAHL Complete

Differences in sense of community and participation between lurkers and posters in informal online education-related communities.

Mon, 01 Apr 2024 04:00:00 +0000

Behaviour & Information Technology; 04/01/2024
Lurking behaviour is very common in online communities, especially in large-scale informal online communities. Lurkers, who make up the majority of community members, are often overlooked by researchers. The aim of this investigation was to explore both lurkers and posters' participation and sense of community in informal online education-related communities. An explanatory sequential mixed-methods design was applied. A total of 82 participants completed the survey and 9 of them were interviewed. Results of the investigation showed that although there was no significant difference between lurkers and posters in their sense of community, they reported different perceptions of community during the interviews. Lurkers tended to be more negative about the technical features supporting communities, while posters tended to be more negative about people who hindered community building through disrespectful or unkind contributions. In addition, while participation between those who post and those who lurk was different in the communities studied, interviews suggest that both lurkers and posters had different reasons for lurking and may change their participation behaviours depending on how they perceive the community within different online groups. Practical implication for online community mangers and educators in terms of reconsidering design and management and implications for future studies are discussed.
(AN 176146598); ISSN: 0144929X
CINAHL Complete

Effects of Web-Assisted Education on Nursing Students' Pressure Injury Knowledge Levels.

Mon, 01 Apr 2024 04:00:00 +0000

Advances in Skin & Wound Care; 04/01/2024
Objective: To investigate the effect of web-assisted education on the pressure injury knowledge levels of nursing students. Methods: The study was conducted with 106 first-year students in the Nursing Department. Those who received both web-assisted education and conventional education were assigned to the experimental group, and those who received only conventional education were assigned to the control group. The authors used arithmetic mean, percentages, Student t test, and χ 2 test to analyze the data. Results: The rate of the correct responses given to the questions by the students was 97.55% in the experimental group and 85.15% in the control group. The comparison of the mean number of correct answers revealed a statistically significant difference between the two groups. Conclusions: The authors conclude that the web-supported education given to nursing students in addition to the conventional education positively contributed to their learning level.
(AN 176181329); ISSN: 15277941
CINAHL Complete

An evaluation of readability and understandability of online education materials for breast cancer survivors.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Cancer Survivorship; 04/01/2024
(AN 176222756); ISSN: 19322259
CINAHL Complete

Maximizing Effective Utilization of Learning Resources, Including Online Tools, in Radiology Education...AWAL, S. S.; KAWTHALKAR, A. S.; and PAL, D. Empowering Radiology Education: Embracing the Potential of Online Learning...Chaudhary V, Bano S. Radiolog

Mon, 01 Apr 2024 04:00:00 +0000

Indian Journal of Radiology & Imaging; 04/01/2024
(AN 176278141); ISSN: 09713026
CINAHL Complete

Critically appraised paper: Online education improves physiotherapists' confidence and competence with mechanical insufflation-exsufflation [commentary].

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Physiotherapy (Elsevier); 04/01/2024
(AN 176296621); ISSN: 18369553
CINAHL Complete

Critically appraised paper: Online education improves physiotherapists' confidence and competence with mechanical insufflation-exsufflation [synopsis].

Mon, 01 Apr 2024 04:00:00 +0000

Journal of Physiotherapy (Elsevier); 04/01/2024
(AN 176296620); ISSN: 18369553
CINAHL Complete

Utilizing Digital Patient Education Platforms to Improve Patient Engagement With Preoperative Education.

Mon, 01 Apr 2024 04:00:00 +0000

ORL-Head & Neck Nursing; 04/01/2024
Preoperative education has been shown to enhance surgical outcomes. The current standard of care for patients undergoing surgery in an otolaryngologic setting involves verbal preoperative education during the office visit, supplemented with printed material. Utilizing digital education customized to the specific surgical procedure proves to be an effective method to improve patient knowledge, engagement, satisfaction, and overall health outcomes. Consequently, integration of this approach should be integrated into healthcare guidelines. Nurses play a crucial role in the preoperative education process and can contribute to increasing patient engagement. However, some barriers hinder the implementation of this technology, including issues related to accessibility, amenability, cost and regulation. Providing support for patients and healthcare workers in utilizing this technology effectively can help overcome these barriers. The future of patient education will inevitably include digital platforms, and healthcare organizations and patients should be ready to embrace this evolving technology.
(AN 176418052); ISSN: 10643842
CINAHL Complete

Effectiveness of Internet-Based Health Education in Patients With Functional Constipation Treated With Acupressure.

Mon, 01 Apr 2024 04:00:00 +0000

Journal for Nurse Practitioners; 04/01/2024
We tested the effectiveness of internet-based health education in patients with functional constipation treated with acupressure. Sixty patients with functional constipation were assigned to either an intervention or a control group. The intervention group received internet-based health education, acupressure, and routine nursing care. The control group received acupressure and routine nursing care. Outcomes (constipation symptoms, quality of life, and weekly dose of lactulose) were significantly better for participants in the intervention group versus the control group. • The effectiveness of internet plus health education added to acupressure to improve outcomes was tested in 60 patients with functional constipation (FC). • Patients in the intervention group showed a significant improvement in constipation symptoms compared with the control group. • Positive outcomes also included improved quality of life for the intervention group compared with the control group. • The application of internet plus health education could potentially benefit patients who have FC and are treated with acupressure.
(AN 176437947); ISSN: 15554155
CINAHL Complete

Effects of online family health education on myopia prevention in children by parental myopia: a randomized clinical trial.

Mon, 01 Apr 2024 04:00:00 +0000

Clinical & Experimental Optometry; 04/01/2024
(AN 176532590); ISSN: 08164622
CINAHL Complete

Nursing Students' Perceptions on a Pain Management E- Learning Module: An Exploratory Quantitative Study.

Mon, 01 Apr 2024 04:00:00 +0000

Pain Management Nursing; 04/01/2024
Nursing students are graduating ill-prepared to assess and manage pain in older adults. To address this gap, we developed an e-learning module on the topic. To examine nursing students' perceptions on a pain management e-learning module focused on older adults. Utilizing an exploratory quantitative design, we assessed nursing students' perceptions of the e-learning module. We used a feedback survey (four 5-point, Likert-type items) and one open-ended question to assess students' perceptions. Descriptive statistics were used to summarize students' perceptions and demographic characteristics. Responses to the open-ended question were content analyzed. A total of 181 of 249 students completed the module, of whom two-thirds were female. Students perceived that the module enhanced their knowledge, confidence, and perception in working with older people. Students also found the method of instruction interactive and enjoyable. The e-learning module on pain management was viewed by nursing students to be helpful and its interactive method of learning improved their knowledge, confidence, and perceptions of working with older adults in pain.
(AN 176589184); ISSN: 15249042
CINAHL Complete

CONNECT: a framework to enhance student connection to their course content, peers, and teaching staff in online learning environments.

Mon, 01 Apr 2024 04:00:00 +0000

Teaching & Learning in Nursing; 04/01/2024
• Online learning presents unique challenges and can leave students feeling alone or isolated. • Online teaching requires staff to build connection through social and teaching presence. • The CONNECT framework provides teaching staff a suite of intentional strategies to enhance connectedness in 100% online learning environments. This article presents a framework designed for use at the course level to assist higher education teaching staff in increasing students' feelings of belonging and connectedness in a 100% online postgraduate nursing course. Using a deductive process spanning several years, the framework was developed to improve student retention and success by establishing clear strategies for academic staff to enhance student connection to course content, peers and teaching staff. Although the CONNECT framework presented in this paper was developed for use in a 100% online postgraduate nursing course, the strategies described can be applied or adapted to suit an online course in any discipline.
(AN 176647590); ISSN: 15573087
CINAHL Complete

Development and effects of advanced cardiac resuscitation nursing education program using web-based serious game: application of the IPO model.

Wed, 27 Mar 2024 04:00:00 +0000

BMC Nursing; 03/27/2024
Background: The significant rise in cardiac arrest cases within hospitals, coupled with a low survival rate, poses a critical health issue. And in most situations, nurses are the first responders. To develop nursing students' competencies in advanced cardiopulmonary resuscitation, systematic and repetitive learner-centered self-directed education that can promote the integration of knowledge and practice is necessary. Objectives: To develop an advanced cardiopulmonary resuscitation training program using a web-based serious game for nursing students and verifying its efficacy. Design: The program was developed based on the stages of analysis, design, development, implementation, and evaluation, and the Input Process Outcome Model of Serious Game Design formed the theoretical basis. Settings and participants: The research design employed a before-and-after non-equivalent control group, and data collection took place among 2nd and 3rd year nursing students at K University in D City, Korea, from March 2, 2023, to March 24, 2023. Methods: The program consisted of a 120-min video lecture, 30 min of a web-based serious game, 30-min of written self-reported debriefing, and individual feedback using a video conference system. The effectiveness of the program was measured for both groups using an 89-item structured questionnaire regarding knowledge, confidence in performance, problem-solving ability, and learning transfer expectations. Results: The program was effective in improving nursing students' advanced cardiopulmonary knowledge, confidence in performance, problem-solving ability, and learning transfer expectation immediately after intervention. Conclusions: This program underscores the necessity of a new direction in nursing education, emphasizing learner-centered approaches, rather than the traditional focus on the mere transmission of basic knowledge and skills, to cultivate nurses with advanced cardiopulmonary resuscitation capabilities.
(AN 176300503); ISSN: 14726955
CINAHL Complete

125 (PB-125) Poster - Effectiveness of online education in improving clinicians' knowledge and confidence in the management of hereditary breast cancer...14th European Breast Cancer Conference (EBCC-14), Mar 20-22, 2024, Milan, Italy.

Sat, 02 Mar 2024 05:00:00 +0000

European Journal of Cancer; 03/02/2024
(AN 176070842); ISSN: 09598049
CINAHL Complete

The effectiveness of online breastfeeding education and support program on mothers of preterm infants: A quasi-experimental study.

Fri, 01 Mar 2024 05:00:00 +0000

Midwifery; 03/01/2024
To develop a WeChat-mini-program-based Online breastfeeding education and support program and explore its impacts on promoting mothers of preterm infants' breastfeeding knowledge, attitudes, self-efficacy, and rates. This was a quasi-experimentation with two-group comparisons. The eligible preterm mother-infant pairs were recruited from the NICU within seven days postpartum. The first 25 mothers admitted to the NICU during the study period were included in the control group, and the following 25 mothers were in the intervention group according to the admission order of their preterm infants. A generalized linear mixed model was used to detect the effects of the online intervention program and the interaction effects of group and time. The participants received a 3-month online breastfeeding intervention from a WeChat mini program for the intervention group. Mothers of preterm infants' breastfeeding knowledge, attitudes, self-efficacy, and breastfeeding rates of different patterns were respectively evaluated by the Breastfeeding Knowledge Questionnaire (BKQ), Iowa Infant Feeding Attitude Scale (IIFAS), and Breastfeeding Self-Efficacy Scale (BSES) at three different points of times including before intervention (T0), at one month postpartum (T1) and three months postpartum (T2). The breastfeeding knowledge significantly differed between the two groups but without differences between different time points and in the grouping*time interaction. Within the intervention group, significant improvements were observed from T0 to T2 and T1 to T2. No significant differences in breastfeeding attitudes, self-efficacy, and breastfeeding rates were found between and within groups. The WeChat-mini-program-based online breastfeeding intervention may improve the breastfeeding knowledge level of mothers of preterm infants but has no significant impact on mothers' breastfeeding attitudes, breastfeeding self-efficacy, and breastfeeding rates. The WeChat mini program can be used to improve the breastfeeding knowledge level of mothers of preterm infants. Future interventions need to target both mothers of preterm infants and their family members by combing online and offline approaches.
(AN 175240734); ISSN: 02666138
CINAHL Complete

An online communication skills education program for midwifery students: A quasi-experimental study.

Fri, 01 Mar 2024 05:00:00 +0000

Nurse Education Today; 03/01/2024
Communication and entrepreneurship skills, which have a very important place among the 21st century skills, are among the basic skills that a midwife should have. This study was carried out to investigate the effect of the Communication Skills Education Program on the communication and entrepreneurship skills of the midwifery students. This study was designed a quasi-experimental study. Online. First grade Bachelor of Midwifery Science students (n = 117). In this study, the Communication Skills Education Program was given to midwifery students. The Communication Skills Assessment Scale and University Students Entrepreneurship Scale were administered before the education program was implemented (pre-test), when the training program was completed (post-test), and six months after the education program was completed (post-test). Classified data were given in numbers and percentage distribution. Pearson correlation coefficient was used to determine the relationship between the variables. In order to test the significance of the difference between pre-test, post-test and follow-test the repeated measures Analysis of Variance (ANOVA) was performed. Results: The mean age of the participating students was 19.46 ± 1.74 (min. 18.0, max: 31.0) years. While 8.5 % of the students received training on communication previously, 7.7 % of the students received education on entrepreneurship previously. Statistically significant differences were determined between the scores the students obtained at the pre-test, post-test and follow-up test [F = 224.38, p =.00/F = 325.13, p =.00]. The Bonferroni test performed to find out from which tests the difference stemmed demonstrated that there was a significant difference between the mean scores obtained at all the tests. According to the analysis of the relationship between the mean scores the students obtained from the scales, there was a moderately significant positive correlation only between their pre-test mean scores. In conclusion, we determined that the Communication Skills Education Program improved the students' communication and entrepreneurship skills.
(AN 175410830); ISSN: 02606917
CINAHL Complete

Incivility in the Online and Hybrid Learning Environment During the COVID-19 Pandemic Era.

Fri, 01 Mar 2024 05:00:00 +0000

Nursing Education Perspectives (Wolters Kluwer Health); 03/01/2024
With the surge in online learning since the onset of the COVID-19 pandemic, fostering civil behavior in this environment is essential. This mixed-methods study examined online incivility among faculty and students at two schools of nursing using a quantitative survey instrument with several open-ended questions addressing the impact of the pandemic. Survey results suggested that faculty (n = 23) and students (n = 74) experienced a low frequency of online incivility that remained potentially disruptive. Qualitative analyses suggested that the pandemic placed considerable strain on nursing faculty and students while providing increased flexibility for working and learning.
(AN 175554478); ISSN: 15365026
CINAHL Complete

"Holding back my own emotions": Evaluation of an online education module in pediatric end-of-life care.

Fri, 01 Mar 2024 05:00:00 +0000

Journal of Child Health Care; 03/01/2024
Providing quality end-of-life care to a child who is dying in hospital can be stressful and challenging, and health professionals often feel ill-prepared and require additional support. End-of-Life Essentials offers online education modules for health professionals working in acute hospitals, including one on end-of-life care in pediatric settings. This study aimed to evaluate this module and explore learners' views on challenges faced when caring for a dying child and their family in a hospital setting. Learners comprised nurses, doctors, and allied health professionals. A quantitative pre-/post-evaluation analysis was conducted using learner data (n = 552) on knowledge and skills gained from engagement with the module, along with a qualitative thematic content analysis on learner responses (n = 395) to a post-evaluation free-text response question, between May 2019 and May 2020. Learners' post-evaluation ranks of perceived knowledge, skill, attitude, and confidence were significantly higher than pre-evaluation ranks (p < 0.001). Effect sizes were small to medium, ranging from 0.31 to 0.38 (95% confidence intervals from 0.23 to 0.45). Emerging themes from the qualitative data were dealing with emotions, and communicating effectively. This evaluation suggests that the Pediatrics module could be a useful online learning resource for health professionals. A planned longitudinal study will further investigate practice change.
(AN 175633462); ISSN: 13674935
CINAHL Complete

Nursing Students' Views on an e-Learning Activity About Health Promotion for Older Adults: A Cross-Sectional Study.

Fri, 01 Mar 2024 05:00:00 +0000

Journal of Gerontological Nursing; 03/01/2024
Purpose: Nurses are graduating ill-prepared to work with older adults across care contexts. The education nursing students receive about older adults often focuses on managing illnesses rather than promoting health. To expand the education that nursing students receive regarding health promotion and older adults, we examined nursing students' perceptions of an e-learning activity on health promotion with older adults. Method: We used a cross-sectional survey design. We included first-year baccalaureate nursing students (N = 260) at a Canadian university. Students were required to complete the module, but only those who wanted to participate in the study completed the survey (n = 167; response rate = 64.2%). We used a feedback survey to assess students' perceptions of the e-learning activity using four 5-point, Likert-type items. We also asked one open-ended question to solicit participants' feedback and suggestions for improving the e-learning activity. Descriptive statistics (frequency, mean [SD]) were used to summarize participants' perceptions and demographic characteristics. Content analysis was used to explore responses to the open-ended question. Results: Participants reported that the module increased their knowledge about health promotion, as well as their perceptions and confidence in working with older adults. Participants also found the method of instruction interactive and enjoyable. Conclusion: Our e-learning activity on health promotion was perceived by nursing students as helpful in sensitizing them to their role in promoting health among older adults. [Journal of Gerontological Nursing, 50(3), 19–24.]
(AN 175728915); ISSN: 00989134
CINAHL Complete

Development of a Metaverse Online Learning System for Undergraduate Nursing Students: A Pilot Study.

Fri, 01 Mar 2024 05:00:00 +0000

Nurse Educator; 03/01/2024
Background: An active online learning environment enables 2-way communication wherein students can engage in problem-based learning and projects, unlike fragmented lecture-style classes. Purpose: This pilot study aimed to develop a metaverse-based online learning system and evaluate its usability. Methods: A rapid prototyping model and Gather.town was used to design and develop a metaverse classroom. Participants were 10 nursing students from a college in South Korea. To evaluate usability, 10 tasks were configured and 2 pilot tests were conducted. The degree of difficulty, time required to perform tasks, and students' experience were investigated. Results: The Metaverse for Education of Nursing Students was successfully completed, incorporating student feedback and addressing identified areas for improvement. Conclusion: This study reflects a learner-centered educational environment through the direct participation in the development process of the instructors who conducted the lectures. The metaverse space can be widely applied in creative nursing education in the future.
(AN 175727080); ISSN: 03633624
CINAHL Complete

E-learning course for burn care: A proposal.

Fri, 01 Mar 2024 05:00:00 +0000

Nursing; 03/01/2024
(AN 175739961); ISSN: 03604039
CINAHL Complete

"Learning is about being active, but the digital is not really active": physiotherapy teachers' attitudes toward and experiences with digital education.

Fri, 01 Mar 2024 05:00:00 +0000

Physiotherapy Theory & Practice; 03/01/2024
Digital education is expected to transform higher education teaching and learning. Despite high expectations, higher education teachers have been slow to implement active digital learning. The aim of this study was to investigate physiotherapy teachers' attitudes toward and experiences with digital education and what the teachers' considered prerequisites to a digital transformation of teaching and learning in physiotherapy. Qualitative in-depth interviews were conducted with 12 teachers in physiotherapy education. The interviews were analyzed using inductive thematic analysis. The findings illuminate teachers' attitudes toward and experiences with digital education and their views on prerequisites to a digital transformation of teaching and learning in physiotherapy education, presented as four themes: 1) skepticism toward digital education; 2) digital technology as a tool to support the established teaching practice; 3) longing for teacher collaboration; and 4) calling for time to plan and learn, and significant academic leadership. This study shows how physiotherapy teachers are skeptical about digital education, primarily viewing it as a threat to established teaching practices. Taken together, the findings demonstrate a potential for digital transformation in physiotherapy education, which can be released by informing the current teaching practices with evidence from research showing how use of digital technology can improve teaching and learning in physiotherapy education.
(AN 175723230); ISSN: 09593985
CINAHL Complete